Explores the nature and types of mystical experience and discusses the value of mysticism for humanity.

Southerwood, WT One of the greatest of the great 'Men of '38' has been neglected by mainstream Catholic historians. Unlike the others, Thomas Butler spent his forty-two years of priestly ministry on the island of Tasmania, which is sometimes left off maps of Australia-including the ecclesiastical map. For example, there are only four passing references to him in John O'Brien's famous work.

Excerpt from The Concept of Morals In morals finally we have the doctrine of ethical rela tivity.' It IS the same story over again. Morality ls doubtless human. It has not descended upon us out of the sky. It has grown out of human nature, and is relative to that nature. Nor could it have, apart from that nature, any meaning whatever. This we must, accept. But if this is interpreted to mean that whatever any social group thinks good is (...) good (for that group), that there is no common standard, and that consequently any one moral code is as good as any other, then this relativism in effect denies the difference between good and evil altogether, and makes meaningless the idea of progress in moral con ceptions. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Brindley proposed that we initially generate movements , under higher cerebral control. As the movement is practiced, the cerebellum learns to link within itself the context in which the movement is made to the lower level movement generators. Marr and Albus proposed that the linkage is established by a special input from the inferior olive, which plays upon an input-output element within the cerebellum during the period of the learning. When the linkage is complete, the occurrence of the context (represented (...) by a certain input to the cerebellum) will trigger (through the cerebellum) the appropriate motor response. The movement is distinguished from the conscious movement by its now being automatic, rapid, and stereotyped. The idea is still controversial, but has been supported by a variety of animal studies and, as reviewed here, is consistent with the results of a number of human PET and ablation studies. I have added to the idea of context-response linkage what I think is another important variable: novel combinations of downstream elements. With regard to the motor system and the muscles, this could explain how varied combinations of muscles may become active in precise time-amplitude specifications so as to produce coordinated movements appropriate to specific contexts. In this target article, I have further extended this idea to the premotor parts of the brain and their role in cognition. These areas receive influences from the cerebellum; they are active both in planning movements that are to be executed and in thinking about movements that are not to be executed. From recent evidence, the cerebellar output extends even to what has been characterized as the ultimate frontal planning area, the cortex, area 46. The cerebellum thus may be involved in context-response linkage, and response combination even at these higher levels. The implication would be that, through practice, an experiential context would automatically evoke a certain mental action plan. The plan would be in the realm of thought, and could lead to execution. The specific cerebellar contribution would be one of the context linkage and the shaping of the response, through trial and error learning. The prefrontal and premotor areas could still plan without the help of the cerebellum, but not so automatically, rapidly, stereotypically, so precisely linked to context, or so free of error. Nor would their activities improve optimally with mental practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:W. T. Jones SOMNIO ERGO SUM: DESCARTES'S THREE DREAMS What is remarkable about Descartes's dreams is not that he dreamed (for even philosophers presumably dream), but that he wrote down a description of his dreams and of his interpretation of them and then kept this record for more than thirty years, until his death.* What is remarkable, in a word, is that this thinker, who prided himself on his (...) rationalism and who has come to represent, at least to philosophers, the very spirit of rationalism, should have taken his dreams so seriously. Philosophers—perhaps because the dreams conflict with their view of Descartes, perhaps because they conflict with their view of themselves and their discipline—have tended to play down the dreams or to ignore them altogether. Thus, though Bernard Williams, the author of a recent volume on Descartes, refers to the dreams as "a significant event," he proceeds in a footnote to undercut the adjective by quoting Christiaan Huygens, apparently with approval, to the effect that the dreams show "a great weakness [in Descartes], and I think that it will seem much the same to Catholics who have freed themselves from bigotry." If we try to free ourselves from what seems to be a standing philosophical prejudice against dreams and dreaming, what can Descartes's dreams tell us about his theories? That is the topic of this article. But first a caveat concerning my position on the interpretation of dreams generally. The interpreter of a dream, like the interpreter of other cultural products, has to try to steer a course between the Scylla of overinterpretation (reading into the dream something that is not expressed in it) and the Charybdis of underinterpretation (missing something that is actually expressed in the dream). My own bias leads me to fear overinterpretation more than underinterpretation; I had?Descartes's original Latin record of the dreams no longer survives. A new English translation by my colleague, John F. Benton, of a late seventeenth-century paraphrase of a portion of Descartes's text appears as an appendix to this article. 145 146Philosophy and Literature rather go aground on Charybdis than be shipwrecked on the Scylla of the Freudians and the Jungians.2 I am skeptical of interpretations of Descartes's dreams that are not supported by nondream materials—on the assumption that any dynamic element expressed in the dreams that is not also expressed in nondream materials is unlikely to be of much importance for understanding Descartes's thought. Therefore, instead of beginning with the dreams and then looking here and there in nondream materials for supporting evidence, I shall begin with nondream materials and only later turn to the dreams. In a word, I shall try to read back both from nondream material and from dream material to dynamic elements which may be present in, and shaping, both. My hope is that the uncovering of these elements will result in a better understanding of nondream and dream material alike. I Accordingly, I shall begin with a brief account of some of the themes of two of Descartes's best known philosophical writings, The Discourse on Method (1637) and the Meditations on First Philosophy (1641). The Discourse is particularly relevant to our inquiry because it "covers" the period in which the dreams occur, but in a very different medium from that of the Olympica and at a later date. The Discourse was in fact a discreet, as it were sanitized, version of the whole long voyage of discovery in which the dreams were but one, if nonetheless a critical, episode. Descartes tells us he had been educated "at one of the most celebrated schools in Europe" and had not beenjudged by his instructors "inferior" to his fellow students. Yet, on completing his course of study, he found himself "embarrassed with so many doubts and errors" that the only result of his efforts to instruct himself had been the "increasing discovery" of his own ignorance. Having gone through all the sciences of his time—languages, literature, rhetoric, theology, philosophy—without learning anything of consequence, he had then turned to travel, to seeing courts and armies, hoping thereby to discover the answers he sought "in... (shrink)

I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)